K12ELA011: English Language Arts 11

Unit 6: Expanding Freedom: Literature from the Civil War and Women’s
SuffrageIn our study of American literature thus far, we have explored the
literature of those individuals with the freedom to express themselves
openly* *-mostly white men. Up until this period in American history,
not all citizens had this freedom; however, this was about to change.
The Civil War and Women’s Suffrage Movement would finally open our
country’s ears to the voices of those who had been marginalized for so
long. In this unit, we will listen to those powerful voices from the
past and honor their impressive contributions to the freedoms we all
enjoy today.

Unit 6 Time Advisory
Completing this unit should take you approximately 26 hours and 15
minutes.

☐ Subunit 6.1: 15 minutes

☐ Subunit 6.2: 7 hours

☐ Subunit 6.2.1: 6 hours and 45 minutes

☐ Subunit 6.3: 5 hours and 30 minutes

☐ Subunit 6.3.1: 15 minutes

☐ Subunit 6.3.2: 1 hour and 30 minutes

☐ Subunit 6.3.3: 2 hours and 45 minutes

☐ Subunit 6.3.4: 1 hour

☐ Subunit 6.4: 3 hours and 15 minutes

☐ Subunit 6.4.1: 30 minutes

☐ Subunit 6.4.2: 2 hours and 15 minutes

☐ Subunit 6.4.3: 30 minutes

☐ Subunit 6.5: 6 hours

☐ Subunit 6.5.1: 1 hour

☐ Subunit 6.5.2: 45 minutes

☐ Subunit 6.6: 4 hours and 15 minutes

☐ Subunit 6.6.1: 2 hours and 30 minutes

☐ Subunit 6.6.2: 30 minutes

Unit6 Learning Outcomes
Upon successful completion of this unit, you will be able to:
- Identify and analyze the predominant themes of Civil War literature
in America.
- Identify and analyze the effects of the unique elements of a
narrative.
- Write a narrative of personal events.
- Identify and analyze the predominant themes of Women’s Suffrage
literature in America.
- Identify and analyze the effects of elements of a short story such
as irony.
- Annotate a text.

6.1 Civil War: OriginsAs you learned in the last unit, the Civil War had a huge impact on
the literature of the time. Prior to the war, readers had the luxury of
entertaining fantasy and romantic notions. The war brought them back to
reality, and the literature of the day followed suit. In order to
understand the literature of this period in context, you need to have a
cursory understanding of this unfortunate time period in American
history.

Instructions: In order to better understand the issues that acted
as catalysts for the Civil War, read this brief article. This will
give you a better understanding of the mindset of the people who
lived in this era, including authors and their characters.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.2 Literature from the Civil WarThe Civil War period in American history was a somber and volatile
time. The literature of the day reflected the realities and
uncertainties of war. In this subunit, we’ll be looking at some examples
of the prose that sprung from this era.

Instructions: In order to gain an understanding of the political
and societal influences on the literature of the Civil War era in
American history, read the introduction to the article taking notes
on the key points. You may stop when you get to the section about
Samuel Clemens.

Reading this selection and taking notes should take approximately
15 minutes.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.2.1 *Narrative of Sojourner Truth*
- Reading: University of Pennsylvania: A Celebration of Women
Writers: The Narrative of Sojourner Truth and LibriVox: *The
Narrative of Sojourner Truth*
Link: University of Pennsylvania: A Celebration of Women Writers:
The Narrative of Sojourner
Truth
and LibriVox: The Narrative of Sojourner
Truth

Instructions: You may click on the first link to read or the second
link to listen. If you choose to listen, you may click on the second
link, and choose the preferred audio download. You may also choose
to read along with the audio. In any case, you should open the audio
file to read the brief introduction to The Narrative of Sojourner
Truth.

Reading this narrative should take approximately 4 hours and 30
minutes.

Standards Addressed (Common Core):

- [CCSS.ELA -
Literacy.CCRA.R.10](http://www.corestandards.org/ELA-Literacy/CCRA/R/10)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.2.1.1 Intro to Writing a NarrativeNow that you’ve read a slave narrative, it’s time to try your hand at
writing a narrative of your own. Though your struggles and experiences
may not be quite as dramatic as a slave’s, we all have important events
in our lives worthy of sharing with others.

Instructions: In this unit, you will be writing a personal essay
that brings an important event or experience to life. Read this
tutorial explaining the basics of the narrative essay. Then, answer
review questions 1 - 4 at the end of the chapter.

Reading this tutorial and answering the questions should take
approximately 30 minutes.

Instructions: In this unit, you will be writing your very own
personal narrative detailing an event or experience in your life
that shaped you into who you are today or inspired you to be a
better person. In order to plan out your essay, use this interactive
essay-mapping tool. Follow the prompts to complete the essay map.
Once you are finished, you should save your essay map so that you
can refer to it throughout the writing process. You may also print
your essay map if you wish so that you can have a paper copy to
refer to.
Completing this activity should take approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.3](http://www.corestandards.org/ELA-Literacy/W/11-12/3)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: This tutorial, which you first saw in Unit 5, is
about how to create an effective setting for a fictional story. The
same principles also apply to creating a setting in a personal
narrative.
You first saw this slideshow in Unit 5 when we discussed the
setting of Edgar Allan Poe’s “The Fall of the House of Usher.”
Review it now, and then either bookmark or download it to refer back
to as you begin writing your personal narrative.
Reviewing this tutorial should take approximately 15 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.3](http://www.corestandards.org/ELA-Literacy/W/11-12/3)
- [CCSS.ELA - Literacy.W.11 -
12.3.b](http://www.corestandards.org/ELA-Literacy/W/11-12/3/b)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: As you write your personal narrative, you will be
incorporating dialogue in order to allow your reader into the story
and bring it to life. In order to do this effectively, you will need
to know the special rules of punctuation for dialogue. Read the
information on this page to learn these rules and bookmark it or
print it so that you can refer back to it as you begin writing your
narrative. Note also that there is an audio link at the bottom of
the page so that you can listen to the reading of the text on the
page as well.
Reading this article should take approximately 15 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.3](http://www.corestandards.org/ELA-Literacy/W/11-12/3)
- [CCSS.ELA - Literacy.W.11 -
12.3.b](http://www.corestandards.org/ELA-Literacy/W/11-12/3/b)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Scroll down to the video entitled “Sensory and
Figurative Language.” As you watch the video, pay particular
attention to the examples the instructor uses to illustrate how to
use sensory and figurative language in a narrative essay. After you
finish the video, reflect on how you can use this technique in your
own personal narrative.
Watching this video should take approximately 15 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.3](http://www.corestandards.org/ELA-Literacy/W/11-12/3)
- [CCSS.ELA - Literacy.W.11 -
12.3.b](http://www.corestandards.org/ELA-Literacy/W/11-12/3/b)
- [CCSS.ELA - Literacy.W.11 -
12.3.d](http://www.corestandards.org/ELA-Literacy/W/11-12/3/d)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.3 Writing Your Personal NarrativeNow that you’ve learned about the qualities of an effective and
impactful personal narrative, it’s time to write your story. In this
subunit, you’ll learn how to structure, draft, revise, and proofread
your own personal narrative.

6.3.1 Structure and SequencingBefore you set out to write your personal narrative, you need to
decide how you will structure it and the sequence in which you will
reveal the events that take place. While some narratives follow a
sequential structure in which the events unfold as they happen, others
use a nonlinear structure.

Instructions: Scroll down to the slideshow, and read the
information on the second slide. This slide addresses the structure
of a sequential narrative. Now, read the next slide, which addresses
the features of a nonlinear narrative. Think about this information
in the context of your own narrative. Which structure do you think
would best convey your story?

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.3.2 Writing the Rough Draft
- Activity: Writing a Rough Draft
Instructions: Now that you’ve planned out your narrative and learned
about the elements of an effective narrative, it’s time to write
your rough draft. Using your essay map as a guide, begin to write
the narrative, keeping in mind that you will have time for revision
and editing later.

Completing this activity should take approximately 1 hour and 30
minutes.

6.3.3 Revising Your Personal Narrative
- Explanation: The Writing Center at The University of North
Carolina at Chapel Hill: “Revising Drafts”
Link: The Writing Center at The University of North Carolina at
Chapel Hill: “Revising
Drafts”

Instructions: Read the following article on revision carefully,
taking note of both why it is necessary to revise and how to go
about doing it. Then, apply the techniques you’ve learned to your
own personal narrative, revising it so that it is more clear and
impactful.
Reading this article and completing this activity should take
approximately 2 hours.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.4](http://www.corestandards.org/ELA-Literacy/W/11-12/4)
- [CCSS.ELA - Literacy.W.11 -
12.5](http://www.corestandards.org/ELA-Literacy/W/11-12/5)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Now that you’ve written your personal narrative and
performed one revision, it’s time to go back and look at one of the
key components of a successful personal narrative - word choice.
Watch the video, which illustrates the importance of word choice and
its potentially powerful impact on the reader. Then, read back
through your own narrative and replace some of your words and
phrases for more impactful ones.

Watching this video and completing this activity should take
approximately 45 minutes.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.3.4 Proofreading Your Narrative
- Web Media: The Writing Center at The University of North Carolina
at Chapel Hill: “Proofreading”
Link: The Writing Center at The University of North Carolina at
Chapel Hill:
“Proofreading”

Instructions: The final step of the writing process is to proofread
your paper for mechanical errors. Watch this video, which features
some techniques for proofreading, and then apply one or more of
these techniques to your own paper until you feel that it is free of
errors.
Watching this video and completing this activity should take
approximately 1 hour.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.W.11 -
12.4](http://www.corestandards.org/ELA-Literacy/W/11-12/4)
- [CCSS.ELA - Literacy.W.11 -
12.5](http://www.corestandards.org/ELA-Literacy/W/11-12/5)
- [CCSS.ELA -
Literacy.CCRA.SL.3](http://www.corestandards.org/ELA-Literacy/CCRA/SL/3)
- [CCSS.ELA -
Literacy.CCRA.L.1](http://www.corestandards.org/ELA-Literacy/CCRA/L/1)
- [CCSS.ELA -
Literacy.CCRA.L.2](http://www.corestandards.org/ELA-Literacy/CCRA/L/2)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.4 Abraham LincolnAs president of the United States during the Civil War, Abraham
Lincoln played a pivotal role in the events that occurred during this
time period and also inspired the literature of the day. In this
subunit, you’ll get to hear from the president himself and read a poem
written for him after his assassination.

6.4.1 Abraham Lincoln’s First Inaugural Address
- Reading: EDSITEment!: Lesson 2: “The First Inaugural Address
(1861) - Defending the American Union: ‘The Union of these States
is Perpetual’: Lincoln’s View of the American Union”
Link: EDSITEment!: Lesson 2: “The First Inaugural Address (1861)- Defending the American Union: “‘The Union of these States is
Perpetual’: Lincoln’s View of the American
Union”

Instructions: Abraham Lincoln delivered his first inaugural address
in 1861 after seven states attempted to secede from the union. In
the speech, the president tries to keep our nation together by
making the argument that secession is unconstitutional. Read the
excerpt of the speech on pages 1 - 4 of the document, and then
answer the questions on page 5.
Reading this selection and answering the questions should take
approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RI.11 -
12.4](http://www.corestandards.org/ELA-Literacy/RI/11-12/4)
- [CCSS.ELA - Literacy.RI.11 -
12.5](http://www.corestandards.org/ELA-Literacy/RI/11-12/5)
- [CCSS.ELA - Literacy.RI.11 -
12.6](http://www.corestandards.org/ELA-Literacy/RI/11-12/6)
- [CCSS.ELA - Literacy.RI.11 -
12.8](http://www.corestandards.org/ELA-Literacy/RI/11-12/8)
- [CCSS.ELA -
Literacy.CCRA.R.1](http://www.corestandards.org/ELA-Literacy/CCRA/R/1)
- [CCSS.ELA -
Literacy.CCRA.R.4](http://www.corestandards.org/ELA-Literacy/CCRA/R/4)
- [CCSS.ELA -
Literacy.CCRA.R.5](http://www.corestandards.org/ELA-Literacy/CCRA/R/5)
- [CCSS.ELA -
Literacy.CCRA.R.6](http://www.corestandards.org/ELA-Literacy/CCRA/R/6)
- [CCSS.ELA -
Literacy.CCRA.R.8](http://www.corestandards.org/ELA-Literacy/CCRA/R/8)
- [CCSS.ELA -
Literacy.CCRA.R.9](http://www.corestandards.org/ELA-Literacy/CCRA/R/9)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: You may click on the first link to read or the second
link to listen. If you choose to listen, you may choose the
preferred audio download. You may also choose to read along with the
audio. In any case, you should open the audio file and read the
paragraph describing the historical context of the speech.

Activity: EDSITEment!: Lesson 3: The Gettysburg Address (1863) -
Defining the American Union: “Understanding the Primary Text: What
Does It Say?”
Link: EDSITEment!: Lesson 3: The Gettysburg Address (1863)- Defining the American Union: “Understanding the Primary Text:
What Does It
Say?”

Instructions: Scroll down to page 7 of the text and follow the
directions to answer the questions on pages 7 and 8. You may refer
back to the text of the Gettysburg Address as necessary to answer
the questions.

Instructions: Scroll down to the second page of the document. Read
the Chicago Times Editorial, “The President at Gettysburg”
(November 23, 1863). This is an editorial published in a democratic
newspaper, known to be critical of Lincoln, just a few days after he
delivered the Gettysburg Address. After you’ve read the editorial,
follow the directions on page 4 of the document to fill in the
graphic organizer.

Next, write a paragraph summarizing the author’s criticisms of the
Gettysburg Address. Finally, turn these criticisms into two or three
questions aimed directly at Lincoln. You will use these questions in
the next activity.

Instructions: Scroll down toward the bottom of the page until you
get to the section entitled “Put Lincoln in the Hot Seat:
Interrogate Him!” Follow the instructions for the activity, keeping
in mind that since these instructions are for a group, you will have
to play the role of both Lincoln and the prosecutor. Write a script
of your hypothetical court scene, using the type of formal language
you would expect to hear in a courtroom. Be sure to end your
argument with a closing statement.

Instructions: Walt Whitman, the transcendentalist poet we studied
in Unit 4, wrote this moving elegy following the assassination of
Abraham Lincoln. You may click on the first link to read or the
second link to listen. If you choose to listen, you may click on the
second link, and choose the preferred audio download. You may also
choose to read along with the audio.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.5 The Red Badge of CourageStephen Crane’s novel The Red Badge of Courage has been called the
most vivid portrayal of battle during the Civil War period. Told from
the perspective of a young soldier, the book depicts vivid battle scenes
as well as the emotions that war inevitably evokes. Though fiction, the
novel reads as a firsthand account of battle and is a model of a new
style of literature born from this era: realism.

Instructions: You may click on the first link to read or the second
link to listen. If you choose to listen, you may click on the second
link, and choose the preferred audio download. You may also choose
to read along with the audio. Pause and use a printed or online
dictionary to look up unfamiliar words as you read or listen. Also,
take note of how the author handles the issue of courage in the
novel. Repeat these steps until you have finished the entire
novel.

Reading this novel and taking notes should take approximately 4
hours.

Instructions: Scroll about halfway down the webpage to the poem
entitled “Keenan’s Charge” by George Parsons Lathrop, which
describes the battle of Chancellorsville. Read the poem in its
entirety.
Reading this poem should take approximately 15 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RL.11 -
12.9](http://www.corestandards.org/ELA-Literacy/RL/11-12/9)
- [CCSS.ELA - Literacy.RL.11 -
12.10](http://www.corestandards.org/ELA-Literacy/RL/11-12/10)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: In this activity, you will be comparing two authors’
descriptions of a battle charge. You will need to refer back to both
of the texts in order to complete this activity. Follow the
instructions to complete this graphic organizer and follow-up
questions on the first two pages.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.5.2 Courage vs. Cowardice in *The Red Badge of Courage*
- Reading: American Studies at the University of Virginia: “General
Alexander C. McClurg, Letter to the *Dial”*
Link: American Studies at the University of Virginia: “General
Alexander C. McClurg, Letter to
the Dial”

Instructions: Not everyone agreed that Stephen Crane’s novel
deserved praise or even attention. Read this scathing letter by
General Alexander C. McClurg to the conservative magazine *Dial* on
April 16, 1896, taking note of his specific criticisms, especially
when he analyzes specific words and phrases. Do you believe
McClurg’s criticisms are warranted?
Reading this letter should take approximately 15 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RI.11 -
12.1](http://www.corestandards.org/ELA-Literacy/RI/11-12/1)
- [CCSS.ELA - Literacy.RI.11 -
12.4](http://www.corestandards.org/ELA-Literacy/RI/11-12/4)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Scroll down to page 3 of the worksheet and follow the
instructions to complete the graphic organizer. This activity should
help you decide whether McClurg’s criticisms of the book are
warranted.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.6 Women’s Suffrage Movement in AmericaAfter the Civil War was over, the women’s suffrage movement was
reinvigorated. Many civil rights activists were pushing for the 15th
Amendment, which would give black men the right to vote. This reminded
women that they too deserved a voice. As most any social movement does,
women’s suffrage inspired artists, including authors, to speak out on
the issue, either in matters of public policy or simply as a method of
self-expression.

Instructions: To gain a better understanding of how women were
viewed and treated in the 19th century, you will have the
opportunity to examine several primary documents from this time
period. Follow the instructions on the PDF worksheet to determine
what inferences can be made from each of the documents found in the
primary source links above.

Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

6.6.1 Literature from the Suffrage Movement6.6.1.1 Declaration of Sentiments and Resolutions by Elizabeth Cady
Stanton
- Reading: US State Department: “Declaration of Sentiments Urged
Equal Rights for Women”
Link: US State Department: “Declaration of Sentiments Urged Equal
Rights for
Women”

Instructions: In 1848, suffragist Elizabeth Cady Stanton wrote the
Declaration of Sentiments and Resolutions, cleverly basing it on
Thomas Jefferson’s iconic Declaration of Independence. Read the
declaration. Then, refer back to the Declaration of Independence in
subunit 2.2.3.2 and note how the declarations are similar in both
structure and word choice.

- What is the impact of these similarities?
- Does it make Stanton’s declaration more impactful?
- Show the two documents to a friend or family member and debate
whether the similarities heighten or undermine Stanton’s
argument.
Reading these declarations and completing this activity should take
approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RI.11 -
12.5](http://www.corestandards.org/ELA-Literacy/RI/11-12/5)
- [CCSS.ELA - Literacy.RI.11 -
12.6](http://www.corestandards.org/ELA-Literacy/RI/11-12/6)
- [CCSS.ELA - Literacy.RI.11 -
12.9](http://www.corestandards.org/ELA-Literacy/RI/11-12/9)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Scroll down the page to the 17th bullet point. Listen
to the entire reading of Kate Chopin’s “The Story of an Hour.” Pause
to take notes on specific events of the story, as well as what you
learn about the main character, Mrs. Mallard.
Listening to this story and completing this activity should take
approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RL.11 -
12.10](http://www.corestandards.org/ELA-Literacy/RL/11-12/10)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Mrs. Mallard says little of nothing in the “The Story
of an Hour,” but she does a lot of thinking. Our thoughts can say a
lot about us. Carefully read all of the text on each of the seven
slides in the slideshow on characterization through thoughts.
Then, write a paragraph about how Chopin reveals Mrs. Mallard’s
character through her thoughts. List three of Mrs. Mallard’s traits
and indicate how each of them is revealed through her “private”
thoughts. Do Mrs. Mallard’s thoughts contradict her actions?
Completing this activity should take approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RL.11 -
12.1](http://www.corestandards.org/ELA-Literacy/RL/11-12/1)
- [CCSS.ELA - Literacy.RL.11 -
12.3](http://www.corestandards.org/ELA-Literacy/RL/11-12/3)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: In Kate Chopin’s “The Story of an Hour,” the end of
the story is something quite different than what the reader expects.
This is referred to as situational irony. Read the text on each of
the seven slides and then, go back to slide three.
- Do you think that the situational irony in this story
accomplishes all four of these purposes?
- Why or why not?
Now, go to the final slide. Write a brief description of the
situational irony in “The Story of an Hour” as if you were adding a
bullet point to the slideshow. Finally, write a letter Chopin
commenting on how she decided to end the story.
- Do you think it was a realistic ending?
- Should Mrs. Mallard have reacted differently to her husband’s
homecoming?
- Why do you think she reacts the way she does? Address your
opinions on these questions in your letter.
Reading this slideshow and completing this activity should take
approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.RL.11 -
12.3](http://www.corestandards.org/ELA-Literacy/RL/11-12/3)
- [CCSS.ELA - Literacy.RL.11 -
12.6](http://www.corestandards.org/ELA-Literacy/RL/11-12/6)
- [CCSS.ELA - Literacy.SL.11 -
12.2](http://www.corestandards.org/ELA-Literacy/SL/11-12/2)
- [CCSS.ELA - Literacy.W.11 -
12.4](http://www.corestandards.org/ELA-Literacy/W/11-12/4)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.

Instructions: Although women have come a long way since the women’s
suffrage movement, not everyone agrees that they’ve achieved true
equality. Watch this video, and then, write a brief paragraph
summarizing Sandberg’s three main points.
Finally, read through some of the comments under the video, looking
for both comments that agree and disagree with the speaker. Write
your own comment either agreeing or disagreeing with one or more of
the points made in the video about gender inequality.
Watching this video and completing this activity should take
approximately 30 minutes.
Standards Addressed (*Common Core*):
- [CCSS.ELA - Literacy.SL.11 -
12.1](http://www.corestandards.org/ELA-Literacy/SL/11-12/1)
- [CCSS.ELA - Literacy.SL.11 -
12.1.c](http://www.corestandards.org/ELA-Literacy/SL/11-12/1/c)
- [CCSS.ELA - Literacy.SL.11 -
12.1.d](http://www.corestandards.org/ELA-Literacy/SL/11-12/1/d)
Terms of Use: Please respect the copyright and terms of use
displayed on the webpage above.